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dc.contributor.authorJefferson, Andrea
dc.date2022-04-06
dc.date.accessioned2022-04-04T17:37:42Z
dc.date.available2022-04-04T17:37:42Z
dc.identifier.urihttp://hdl.handle.net/20.500.12419/758
dc.description.abstractHailed as paragons of opportunity, community colleges have transformed the landscape of higher education with their affordability and open admissions policies. Before many students can enroll in college-level courses at their local college, they must first take a placement test.  The results of these tests can relegate students to non-credit, remedial courses that do not count toward their degree.  The accuracy and equity of such tests is paramount to upholding the open access policies of community colleges. This paper explores the use of a new placement test, EdReady English, at a campus of a Large Midwestern Community College to determine how effectively it functions to place students into their first credit-bearing English course.
dc.titleThe Accuracy of EdReady English as a Placement Tool at a Midwestern Community Collegeen_US
html.description.abstract<p>Hailed as paragons of opportunity, community colleges have transformed the landscape of higher education with their affordability and open admissions policies. Before many students can enroll in college-level courses at their local college, they must first take a placement test.&nbsp; The results of these tests can relegate students to non-credit, remedial courses that do not count toward their degree.&nbsp; The accuracy and equity of such tests is paramount to upholding the open access policies of community colleges. This paper explores the use of a new placement test, EdReady English, at a campus of a Large Midwestern Community College to determine how effectively it functions to place students into their first credit-bearing English course.</p>en_US
dc.contributor.affiliationUniversity of Southern Indianaen_US


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